Reflecting on the Life of Technology Integrator/Coach (Updated on December 1, 2010 by Me)
Continuing with the 21st teaching and learning initiative established by the Classrooms for the Future grant at Strath Haven High School, my school district, Wallingford-Swarthmore, decided to renew and expand my role as a CFF technology coach to a technology integrator for grades 6-12 with limited elementary support starting in the 2009-2010 school year. Expanding to the middle school would translate to multiple opportunities to continue to cultivate effective technology integration in our classrooms for our students. But this expansion also brought on a new set of challenges.
The Successes
During the 2008-2009 school year, my primary responsibilities were dictated largely by the CFF grant and the goals Dr. Yannacone, principal at the high school. In 2009-2010, my home base shifted to the technology department under the leadership of Mark Finlayson. Together, we set forth to transform the district through technology improvements and acquisitions as well as intense teacher training. Here’s a few highlights of what was accomplished that year:
In the fall, we surveyed over 150 teachers in both buildings on 21st century teaching and learning tools for the classroom. We had 93 responses that gave us a good indication of the variance among most teachers’ experiences, skills, and interests levels with technology. From the results we offered ongoing group and individual training on SMART Boards and the Notebook 10 software, Promethean boards and the ActivInspire software, document cameras, on-demand video services like Discovery Education, and multiple Web 2.0 tools.
In the fall, I drafted and implemented – with Mark’s full support – the Panthers Instructional Technology Academy or PITA. The primary objective for this program is to introduce technology tools that will support instruction and increase student engagement and achievement. Tools were organized around monthly themes that addressed pedagoligical concepts like: lesson planning, formative assessment, differentiated instruction, and cooperative, project-based learning. This program expands this summer and we hope to continue it next year.
Throughout the school years, teachers identified by building principals or department chairs attended collaborative training sessions held at the DCIU. These collaboration days focused on 21st century teaching and learning and gave teacher’s a hands-on opportunity to learn how to apply new technologies in their classroom. Several teachers of my teachers presented with my support at all but one event. Along with my coordinating duties I also presented on Thinkfinity.org at each session.
In June 2009 we surveyed teachers to assess the value of having a technology integrator in the district to provided staff training and development on educational technologies. Most respondents expressed satisfaction and a willingness to continue to explore new things with technologies. Those who provided constructive criticism were equally appreciated and adjustments are underway.
In the fall of 2009, I implemented to pilots designed to bring blended learning to our campus. My middle school science department is piloting the integration of Discovery Education's Science web-based interactives, simulations, labs, ereaders, and general readings into their curriculum. The goals is to find ways to increase differentiated instruction while reducing textbook costs. At the high school, Moodle pilot began in December with 11 teachers. The goal is to provided an online supplement to highly rigorous courses, like Advanced Placement courses, in order to increase differentiate instruction, formative assessment, and efficiency in coverage materials.
The Pitfalls
The previous years had many successes but was not without challenges. Selecting workshop times that suit to different buildings is an ongoing matter, but starting at 3:15 p.m. seemed to work for many faculty members. Making sure that I didn’t over-extend myself to just one or a few people was another pitfall. While, co-planning and co-teaching are at the top of levels of integration for a coach they can be time consuming. Thus, time management will always be an issue as I juggle my schedule versus teacher needs. A final concern is continue to maintain teacher buy-in in the face of equipment accessiblity issues. Having good intentions, but nothign to work with will swiftly zap all the momentum I've worked to build.
Impact on Teachers
I think we’ve reached the tipping point in the district. Teachers are doing more and more with technology in their classrooms, the right way, everyday. They are becoming less fearful and are embracing things like teacher webpages to communicate classroom needs and responsibilities to students and parents. Much of this is due to administrative support for acquiring technology and making it accessible and providing time to learn along with appropriate feedback throughout the year.
Today, when you walk by classrooms you will see students presenting with Glogster and Prezi; using Venier probes and document cameras in science; using interactive maps on interactive whiteboards; streaming video clips from Brain Pop or Discovery Education; and making all kinds of videos with Flip cameras and Windows Movie Maker. At home parents rely on teacher webpages and some online textbooks to manage their child’s schoolwork and activities.
From the feedback that I received from teachers and students, I believe the momentum will only continue to build with the right circumstances.
Conclusion
As I write this response, I’m currently taking classes at Chestnut Hill College for my instructional technology certificate. Building on my training from PDE with the CFF grant, my goal is to obtain my instructional technology certificate. Already my participation in class has benefitted the district as I’ve prepared materials and have trained on getting good video recording for your projects.
Reflecting on the Life of Technology Integrator/Coach
(Updated on December 1, 2010 by Me)
Continuing with the 21st teaching and learning initiative established by the Classrooms for the Future grant at Strath Haven High School, my school district, Wallingford-Swarthmore, decided to renew and expand my role as a CFF technology coach to a technology integrator for grades 6-12 with limited elementary support starting in the 2009-2010 school year. Expanding to the middle school would translate to multiple opportunities to continue to cultivate effective technology integration in our classrooms for our students. But this expansion also brought on a new set of challenges.
The Successes
During the 2008-2009 school year, my primary responsibilities were dictated largely by the CFF grant and the goals Dr. Yannacone, principal at the high school. In 2009-2010, my home base shifted to the technology department under the leadership of Mark Finlayson. Together, we set forth to transform the district through technology improvements and acquisitions as well as intense teacher training. Here’s a few highlights of what was accomplished that year:
The Pitfalls
The previous years had many successes but was not without challenges. Selecting workshop times that suit to different buildings is an ongoing matter, but starting at 3:15 p.m. seemed to work for many faculty members. Making sure that I didn’t over-extend myself to just one or a few people was another pitfall. While, co-planning and co-teaching are at the top of levels of integration for a coach they can be time consuming. Thus, time management will always be an issue as I juggle my schedule versus teacher needs. A final concern is continue to maintain teacher buy-in in the face of equipment accessiblity issues. Having good intentions, but nothign to work with will swiftly zap all the momentum I've worked to build.
Impact on Teachers
I think we’ve reached the tipping point in the district. Teachers are doing more and more with technology in their classrooms, the right way, everyday. They are becoming less fearful and are embracing things like teacher webpages to communicate classroom needs and responsibilities to students and parents. Much of this is due to administrative support for acquiring technology and making it accessible and providing time to learn along with appropriate feedback throughout the year.
Today, when you walk by classrooms you will see students presenting with Glogster and Prezi; using Venier probes and document cameras in science; using interactive maps on interactive whiteboards; streaming video clips from Brain Pop or Discovery Education; and making all kinds of videos with Flip cameras and Windows Movie Maker. At home parents rely on teacher webpages and some online textbooks to manage their child’s schoolwork and activities.
From the feedback that I received from teachers and students, I believe the momentum will only continue to build with the right circumstances.
Conclusion
As I write this response, I’m currently taking classes at Chestnut Hill College for my instructional technology certificate. Building on my training from PDE with the CFF grant, my goal is to obtain my instructional technology certificate. Already my participation in class has benefitted the district as I’ve prepared materials and have trained on getting good video recording for your projects.